Recognising diversity to improve digital access. Principles and actions of the Laboratory for Digital Social Innovation Authors Mar Beneyto Seoane Universitat de Vic-Universitat Central de Catalunya https://orcid.org/0000-0001-5946-2670 Núria Simó-Gil Universitat de Vic-Universitat Central de Catalunya https://orcid.org/0000-0002-4218-8801 Carles Bosch-Geli Universitat de Vic-Universitat Central de Catalunya https://orcid.org/0000-0002-4964-0741 Ramon Reig-Bolaño Universitat de Vic-Universitat Central de Catalunya https://orcid.org/0000-0002-7648-4502 DOI: 10.2436/20.3007.01.188 Keywords: social inequality, educational technology, community education, informal educational, equal opportunity Abstract Digital technologies have extensively formed part of our daily lives for more than a decade. Material access to technology has become increasingly popular but part of the population is still at risk of digital exclusion. With this pretext, this article describes the foundations and practices of the Laboratory for Digital Social Innovation (LISD, from the Catalan) of the University of Vic – Central University of Catalonia (UVic-UCC), which is committed to the development of inclusive digital practices and, through action research, accompanies processes of digital and social improvement with and for the community and, in this case in particular, with and for youth. The methodology aims to recognise the socio-digital needs of the region and to work together with the community in the construction of improvement actions from a pedagogical perspective. Along this line, so far the LISD has worked on four actions for the development of digital competences of youth, especially including the most vulnerable, and the exchange of knowledge between people from different contexts. 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